A Structural Equation Model On Work Design in Relation To Authentic Leadership, Workplace Spirituality, and Practical Emotional Intelligence of Public Elementary Teachers

ISSN: 2581-8651
Journal of Humanities and

Vol-5, Issue-5, Sep-Oct 2023
Education Development
https://dx.doi.org/10.22161/jhed.5.5.7
Peer-Reviewed Journal
(JHED)
A Structural Equation Model on Work Design in Relation

to Authentic Leadership, Workplace Spirituality, and
Practical Emotional Intelligence of Public Elementary
Teachers
Omarisa Samal Sagad1, Dr. Rinante L. Genuba2
1Dpartment of Education MBHTE – BARMM, School Division of Cotabato City,District VIII,Vilo Centarl Elementary School, Cotabato
City, Philippines
2University of Mindanao Professional School, Matina Campus, Matina Davao City, Philippines
Received: 17 Aug 2023; Received in revised form: 25 Sep 2023; Accepted: 03 Oct 2023
©2023 The Author(s). Published by TheShillonga. This is an open access article under the CC BY license
(https://creativecommons.org/licenses/by/4.0/)
Abstract
The study determined the best fit model for the work design based on authentic leadership, workplace spirituality, and practical
emotional intelligence of public elementary teachers. Using e-survey through Google Forms, data was collected from the
teachers using a set of modified survey questionnaires that were tested for content validity and reliability. This study used a
quantitative descriptive and causal method of research. The statistical tools employed in analyzing the data includes the mean,
Pearson-r, and structural equation model (SEM). Results of the study revealed the following: the level of authentic leadership
was very high; the level of workplace spirituality was high; the level of practical emotional intelligence was high; and, the
level of work design for teachers was high. Moreover, a significant relationship was established between the exogenous and
endogenous variables. In addition, authentic leadership, workplace spirituality, and practical emotional intelligence
significantly influence work design for teachers. Of the five (5) generated models, Model 5 best fits work design among public
elementary teachers with practical emotional intelligence bringing the biggest impact. The model successfully passed all the
conventions of a reasonable fit; hence, it is deemed the most parsimonious model.
Keywords— education, authentic leadership, workplace spirituality, practical emotional intelligence, work design,
structural equation model, Philippines
I. INTRODUCTION foundation of the learning process. Their performance and

There are large numbers of poor-quality jobs where engagement in their job are essential in effective
attention must be given to influencing practice and policy to instructional delivery. However, due to the evolution
promote the effective implementation of enriched work occurring in society, the teaching-learning process is
designs. Work-based challenges are insufficient for directly affected. Thus, the teachers' personality traits as
designing work due to the poor learning environment and factors towards coping in the said changes to work
development, poor maintenance for maintaining and effectively in their duties and responsibility is a factor that
enhancing employees' physical and mental health, and for should be explored. The study aims to discover the personal
achieving control and flexibility simultaneously (Parker, attributes of the teachers in work performance as basis for
2019). Poor job characteristics, such as autonomy, self-evaluation and performance improvement (Smith,
workload, role problems, and feedback, have moved away 2018).
from a sole focus on efficiency and productivity to more A good work design is crucial for a whole range of
motivational job designs, including the social approach outcomes, including employee health and wellbeing,
toward work (den Broeck & Parker, 2017). Furthermore, attitudes like job satisfaction and commitment, employee
teachers' roles in education are considered the basic cognitions and learning, and behaviors like productivity,
https://theshillonga.com/index.php/jhed 44
Sagad and Genuba Journal of Humanities and Education Development (JHED)
J. Humanities Educ. Dev.- 5(5)-2023
absenteeism, proactivity, and innovation. Employee intrinsically motivated, and care about their work. There is
personal characteristics play an important role in job design. the passion for the job by figuring out the best way to
It influences how employees themselves perceive and seek accomplish the work and spending a lot of time running
out particular job characteristics, helps in understanding reports and brainstorming ways to help the units succeed
how job design exerts its influence, and can potentially (Northouse, 2017).
change the impact of job design (Center for Transformative The second indicator is values-behavior, which means that
Design, 2021). leaders live their values, which is important as others
The first exogenous variable is authentic leadership, a style determine a leader's value through their action or behavior
consistent with a leader's personality and core values, which (George, 2022). Furthermore, authentic leaders have values,
are honest, ethical, and practical (George, 2022). While the know what they are, and do not compromise on those
above definition is centered upon the leader or self, it is the values. This quality manifests itself through the leader's
leader's actions that are perceived by others that determine behavior, authentic leaders acting in accordance with their
if they believe a leader is authentic or not. And their values. Beth clearly values that work is done according to
perception is accomplished through the social influence of policy and in the best interest of our clients. She does not let
the leader. One recent definition of leadership is that people take shortcuts if they are against policy and will not
leadership is a process of social influence, which maximizes compromise the rules. Authentic leaders are seen as better
the efforts of others towards the achievement of a goal leaders than others (Northouse, 2017).
(Mensch, 2022). The third indicator is heart compassion, which means that
Thus, a leader's authenticity emphasizes building their leaders help others see their work's value and deeper
legitimacy through honest relationships and purpose (George, 2022). In addition, authentic leaders have
ethical actions, that in turn, maximizes the efforts of others a heart, which shows in their compassion. They are sensitive
to achieve the goal. Karada and (2018) concluded that to others' needs and are willing to help them. Beth has done
principals' authentic leadership behaviors had positive this by noticing when people are stressed about the process,
effects on teachers' perceptions of school culture towards which causes the workloads to increase dramatically and
quality service. It further explains that authentic leadership, deadlines to shorten immensely. Authentic leaders have a
which is based on self-consciousness and self-awareness, is genuine concern for others' wellbeing and want to alleviate
a process and behavior pattern, which is built on positive as much as they can (Northouse, 2016).
psychological competencies and at the same time The fourth indicator is relationships-connectedness, or
contributes to the development of these competencies; leaders creating enduring and genuine relationships through
being formed on transparency, openness and trust basis; connections. Furthermore, authentic leaders build
guiding meaningful goals and focusing on the development relationships with others and have connectedness with their
of the followers are strong motivators to influence and gain followers. They are willing to share their experiences, listen
the trust of others that can gear higher support. to others' experiences, and communicate with their
Moreover, Geoge (2022) noted the five dimensions of followers. Authentic leaders perform them often, talk to
authentic leaders: (1) pursuing purpose with passion, or the colleagues about work and personal life, and listen when
display of purpose and direction, so people want to follow employees talk about their lives. In addition, authentic
you; (2) practice solid values, or being defined by our values leaders are open about what changes are occurring the
and characteristics; (3) lead with the heart, or engaging the thought process behind them and demonstrate respect for all
hearts of those you serve and align their interests with the their employees (Powlus, 2017).
interests of those you lead; (4) establish enduring The fifth indicator is self-discipline consistency, which
relationships or enduring relationships that are built on means that leaders convert their values into consistent
connectedness, and a shared purpose of working together actions that others can rely on. The fourth dimension of
towards a common goal; and, (5) demonstrate self- authentic leadership is self-discipline, which gives leaders
discipline or converting value into consistent action so that focus and determination: the ability to focus on a goal and
you produce results. move forward towards that goal even in setbacks. This is
The first indicator is purpose-passion, which means that consistency. Self-disciplined leaders remain cool, calm, and
leaders understand their purpose, which is driven by their consistent during stressful situations (Northouse, 2017).
passion. Authentic leaders have a sense of purpose, Beth has demonstrated this a lot in the past month.
knowing what they are about and where they are headed. Implementing our new process has come with a lot of
Purpose manifests itself as passion. Passionate people are confusion, stress, and situations coming to light that need
interested in what they are doing, are inspired and adjustments. Beth has consistently kept her cool and kept all
of us on track. She stays focused, adjusts what needs to be include the desire to help. Altruism, in turn, is the kind,
changed, keeps us in the loop, and moves forward selfless behavior often prompted by feelings of compassion,
(Pennsylvania State University, 2017). though one can feel compassion without acting on it, and
The second exogenous variable is workplace spirituality or altruism isn't always motivated by compassion. While
spirituality at work, which is defined as having compassion cynics may dismiss compassion as touchy-feely or
towards others, experiencing a mindful inner consciousness irrational, scientists have started to map the biological basis
in the pursuit of meaningful work, and enabling of compassion, suggesting its deep evolutionary purpose.
transcendence. In simple terms, it is about finding meaning, This research has shown that when we feel compassion, our
value, and motivation in one's work beyond paychecks and heart rate slows down, we secrete the "bonding hormone"
performance. It is about people are finding a sense of oxytocin, and regions of the brain linked to empathy,
oneness and togetherness in an organization as a whole caregiving, and feelings of pleasure light up, which often
(Petchsawang & Duchon, 2019). results in our wanting to approach and care for other people
(Greater Good Magazine, 2021).
Transformation can begin in the workplace when
organizations open themselves to cultivating their own The second indicator is mindfulness. Mindfulness is the
employees' spirituality. This would mean addressing essential human ability to be fully present, aware of where
employees as whole human beings regarding their physical, we are and what we're doing, and not overly reactive or
mental, emotional, and spiritual needs (Dehler & Welsh, overwhelmed by what is happening around us. Mindfulness
2022). Lifting up the whole person in the workplace should is a quality that every human being already possesses, and
not be seen entirely as altruistic. Research has demonstrated it is not something a person has to conjure up. Only the
that by addressing the spiritual side of human experience, person has to learn how to access it (Mindful
organizations help reduce stress, enhance creativity, and Communications, 2021). Mindfulness can help reduce
improve problem-solving (Tischler et al., 2022). stress, anxiety, conflict and increase resilience and
emotional intelligence while improving communication in
By focusing on the spiritual qualities of meaningfulness and
the workplace.
joy at work, organizations have found increased job
satisfaction (Harung et al., 2016), enhanced job In the current economic climate, employees are being asked
involvement, organizational identification, and work to do more with less, working long hours with increasingly
rewards satisfaction (Kolodinsky et al., 2018), greater heavy workloads. Working in a culture where stress is a
honesty, trust, and commitment (Krishnakumar & Neck, badge of honor is counterproductive. People can think more
2022), and even improved work performance (Duchon & efficiently. The neurological benefits of mindfulness have
Plowman, 2015). Spirituality at work is not a fringe idea. In been linked to increased emotional intelligence, specifically
fact, spirituality at work addresses human activities such as empathy and self-regulation. The development of these
personal development, learning, compassion, and searching areas contributes to managing conflict and communicating
for meaning or a higher purpose. Successful organizations more effectively. Mindfulness also enables a person to take
have created programs to bring spirituality to the workplace. a step back and consider alternative perspectives rather than
The pursuit of self-knowledge and an ability to "listen" simply reacting to events and using the least intelligent area
rather than control are central features in many spiritual of our brains to make decisions. Mindfulness helps people
quests. Hewlett-Packard builds spirituality in the workplace to flick the switch back to the smart parts of our brain to put
through a company philosophy that emphasizes the values us back in control of our emotions, enabling us to choose a
of trust and mutual respect, which in tum are believed to more appropriate response (Crossland-Thackray, 2022).
contribute to cooperation and sharing a sense of purpose The third indicator is meaningful work. This means work is
(Burack, 2019). perceived to be worthwhile, important, or valuable.
The first indicator is compassion. Compassion literally Energizing work becomes meaningful and comes with
means "to suffer together." Among emotion researchers, it distinct qualities of complexity, autonomy, and a clear
is defined as the feeling that arises when you are confronted relationship between effort and reward. Research shows
with another's suffering and feel motivated to relieve that that only 13 percent of employees worldwide are engaged
suffering. Compassion is not the same as empathy or at work, meaning only about one in eight workers is
altruism, though the concepts are related. Compassion is not psychologically committed to their job and trying to make
the same as empathy or altruism, though the concepts are positive contributions. It follows that any worker doing rote
related. While empathy refers more generally to our ability tasks under the thumb of a controlling manager, where the
to take the perspective of and feel another person's effort of going above and beyond the base requirements
emotions, compassion is when those feelings and thoughts goes unacknowledged, is likely to hate what they are doing
and feel it is discouraged from dedicating itself to the job.
That results in billions of dollars of lost productivity a year emotions affect your behavior and performance. When you
and a largely unfulfilled workforce (Damien, 2019). are self-aware, you see yourself as others see you and have
The fourth indicator is transcendence. This is the act of a good sense of your own abilities and current limitations
rising above something to a superior state. When a person (Coaching Leaders, Ltd., 2022). People with high emotional
achieves transcendence, he goes beyond ordinary intelligence are usually very self-aware. They understand
limitations (Vocabulary, 2021). Transcendence at the their emotions, and because of this, they do not let their
workplace comprises three correlated yet distinct feelings rule them. They are confident – because they trust
dimensions: work as service, self-connectedness, and sense their intuition and do not let their emotions get out of
of wellness. It allows to interconnect past experiences and control. They are also willing to take an honest look at
develop trust among employees to lead the organization into themselves. They know their strengths and weaknesses, and
a better and more productive environment. they work on these areas so they can perform better. Many
people believe that this self-awareness is the most important
The third exogenous variable is practical emotional
part of emotional intelligence (Mind Tools, 2021).
intelligence, an awareness of one's actions and feelings –
and how they affect those around them. It also means The second indicator is self-management, or staying
valuing others, listening to their wants and needs, and focused and thinking clearly even when experiencing
empathizing or identifying with them on many different powerful emotions. Managing your own emotional state is
levels. These are those who are masters at managing their essential for taking responsibility for your actions and can
emotions. They do not get angry in stressful situations. save you from hasty decisions that you later regret
Instead, they have the ability to look at a problem and (Coaching Leaders, Ltd., 2022). Furthermore, this is the
calmly find a solution. They are excellent decision-makers, ability to control emotions and impulses. People who self-
and they know when to trust their intuition. However, regulate typically do not allow themselves to become too
regardless of their strengths, they are usually willing to look angry or jealous, and they do not make impulsive careless
at themselves honestly. They take criticism well and know decisions. They think before they act. Characteristics of
when to use it to improve their performance (Mind Tools, self-regulation are thoughtfulness, comfort with change,
2021). integrity, and the ability to say no (Mind Tools, 2021).
Moreover, practical emotional intelligence is the ability to The third indicator is motivation, or the ability to use your
recognize your emotions, understand what they are telling deepest emotions to move and guide you towards your
you, and realize how your emotions affect people around goals. This ability enables you to take the initiative and to
you. It also involves your perception of others: when you persevere in the face of obstacles and setbacks (Coaching
understand how they feel, this allows you to manage Leaders, Ltd., 2022). People with a high degree of
relationships more effectively. People with high emotional emotional intelligence are usually motivated. They are
intelligence is usually successful in most things they do. willing to defer immediate results for long-term success.
When people with high emotional intelligence send an They are highly productive, love a challenge, and are very
email, it gets answered. When they need help, they get it. effective in whatever they do (Mind Tools, 2021).
Because they make others feel good, they go through life The fourth indicator is empathy, or the ability to sense,
much more easily than people who are easily angered or understand and respond to other people's feelings. Self-
upset. People like this have a high degree of emotional awareness is an essential underpinning of empathy. If you
intelligence. They know themselves very well, and they can are not aware of your own emotions, you will not be able to
also sense the emotional needs of others (Coaching Leaders, read the emotions of others (Coaching Leaders, Ltd., 2022).
Ltd., 2022). In addition, it is perhaps the second-most important element
Emotional intelligence and its specific dimensions have of emotional intelligence. Empathy is the ability to identify
contributed to the teaching role (Campbell & Habbergas, with and understand the wants, needs, and viewpoints of
2022). Therefore, emotional coping strategies should be those around you. People with empathy are good at
part of the development of teachers since this can affect recognizing the feelings of others, even when those feelings
their ability to perform their duty. Teachers with the ability may not be obvious. As a result, empathetic people are
to appraise others' emotions are more attentive to others' usually excellent at managing relationships, listening, and
needs and more likely to provide emotional support to gain relating to others. They avoid stereotyping and judging too
cooperation to achieve a common task. quickly, and they live their lives in a very open, honest way
(Mind Tools, 2021).
The first indicator is self-awareness, or the ability to
recognize what you are feeling, understand your habitual The fifth indicator is relationship management, or the ability
emotional responses to events, and recognize how your to manage, influence, and inspire emotions in others. Being
able to handle emotions in relationships and being able to employees taking the initiative to anticipate and create
influence and inspire others are essential foundation skills changes in how work is performed, based on increases in
for successful teamwork and leadership (Coaching Leaders, uncertainty and dynamism (Grant & Parker, 2019).
Ltd., 2022). It is usually easy to talk to and like people with Knowledge characteristics reflect the type of knowledge,
good social skills, another sign of high emotional skills, and abilities an individual has to have in order to do
intelligence. Those with strong social skills are typically the job. These characteristics include job complexity,
team players. Rather than focus on their own success first, information processing, problem-solving, skill variety, and
they help others develop and shine. They can manage specialization. Evidence associating each of these
disputes, are excellent communicators, and are masters at knowledge characteristics with job performance is strong.
building and maintaining relationships (Mind Tools, 2021). A job with high knowledge characteristics does not
The endogenous variable is work design, which refers to the necessarily guarantee higher levels of job satisfaction or
content and organization of one's work tasks, activities, performance because doing a job one is not prepared for or
relationships, and responsibilities. Work design applies to interested in leads to low satisfaction, low performance, and
the physical, biomechanical, cognitive, and psychosocial eventually turnover. Thus, the worker's importance to each
characteristics of the job (Parker, 2019). The way our work knowledge characteristic is also relevant because it offers
is designed affects how we feel about our job and can information about the extent to which she wants to avoid,
influence whether we feel motivated, engaged, bored, or attain, or retain certain knowledge characteristics. For
stressed at work (Parker et al., 2017). Work design can also example, a worker can be placed in a job with high
impact an organization's outcomes, with well-designed information-processing demands. Still, if they are not happy
work contributing to increased productivity, financial with these high demands, this lack of fit will lead to low
growth, and lower rates of accidents and incidents (Andrei satisfaction and, eventually, low performance and turnover.
& Parker, 2018). A familiar concept in this situation is personal salience,
Drown (2022) examines which and how trait-relevant work which is defined as the strength with which a person wants
design characteristics moderate the relationship between to avoid, attain or retain that feature; it does denote the
proactive personality and engagement. Results suggest that extremity of a personal evaluation in terms of undesirability
proactive personality may be a personal resource when or desirability (Bayona et al., 2020).
work design characteristics are lacking. However, when The third indicator is social characteristics, or how a job
decision-making autonomy or feedback from others is high, provides social information processing opportunities.
there is a negative relationship between proactive Interestingly, the increased emphasis on the social and
personality and engagement. relational aspects of work is routed with the trend towards
The first indicator is task characteristics or the certain team-oriented organizational structures Open in a new
feature attributed to every particular item of work, which window, emphasizing the importance of interpersonal
can be alternatively called a work package; in short, it is interactions in one's job. O'Reilly and Caldwell (1979) also
simply a task. Task characteristic makes a task measurable showed that social cues were important for effective
and controllable, so one can clearly anticipate the resources outcomes in the workplace. The authors suggest that task
and methods you will need to complete it. When a person perceptions and attitudes are influenced by social
describes a task, they need some characteristics to express information. Workers actively compare their jobs and
its profile and its features – these task characteristics make situations to those of others; social information appears to
it possible to evaluate and estimate a task (The Task be strongest for attitudes, whereas objective task
Management Guide, 2021). characteristics impact both attitudes and behavior (Ifioque,
2021). With these findings in mind, Morgeson and
The second indicator is knowledge characteristics, or a
Humphrey (2019) identify four social attributes of a job:
perception of the specific attributes associated with the
social support, interdependence, interaction outside the
given knowledge in terms of expertise demanded of an
organization, and feedback from others, reflecting different
employee (IGI Global, 2021). Today's knowledge workers
ways social interactions are integrated into a career.
must perform in highly dynamic environments where
knowledge generation is the key to organizational The fourth indicator is work context or the concepts that can
performance. In this environment, knowledge describe the specific context of different jobs that belong to
characteristics are an essential aspect of work and work the same occupation. For example, work context can
design because they reflect the inclusion of a major change describe a workplace, types of company, environmental
in the nature of work, referred to as proactive perspectives. conditions, products, technologies, or business activities
Proactive perspectives capture the growing importance of (ESCO, 2021). Furthermore, work context factors are a final
category of job dimensions. They relate to the work context,
primarily the forms determining the job's physical that provides greater involvement and interaction with that
boundaries (Morgeson & Humphrey, 2019). job.
Towsen et al. (2020) cited a positive relationship between On the other hand, job enlargement seeks to address this
authentic leadership and work design. Higher levels of issue by expanding the number of tasks one person is
authentic leadership lead to greater levels of work design. responsible for. For example, instead of performing one
The results mean that being aware as a leader and the impact task in a series, a worker would be responsible for a series
on others, together with being transparent and including of tasks. Job enlargement needs to be coupled with training
others' opinions, creates confident employees who feel they to develop competency in performing the additional tasks.
are self-determined and can make a difference in their work If effectively designed, job enlargement can increase
while deriving meaning from it. Moreover, Belwalkar et al. satisfaction. Quality may remain high or increase, since
(2021) cited that the promotion of workplace spirituality there’s a greater understanding of dependencies. However,
promotes managerial effectiveness, change management, if job enlargement is perceived to be simply an addition of
leadership and holistic performance, and growth of more rote tasks with no emotional return, satisfaction,
organizations and, eventually, work design. Furthermore, productivity, and work design will not increase and may in
Ackerman (2021) cited that practical, emotional fact decrease further.
intelligence in the workplace improves both individual This study had four alternative models. Shown in Figure 1
employees and the organization. Employees with high is the conceptual framework of the study, showing the
emotional intelligence found greater happiness and relationships of authentic leadership, workplace spirituality,
satisfaction, contributing to better job performance and practical emotional intelligence, and work design. This is
work design. Teachers with higher emotional intelligence illustrated by the single headed arrow pointing from three
also generally perform better with their jobs as they are able exogenous variables towards the endogenous work design.
to recognize and manage their emotions and others.
Another exogenous variable is practical emotional
The study is anchored on Social Cognitive Theory by Albert intelligence as alluded by Coaching Leaders, Ltd. (2022),
Bandura (1977, 1978), Two-Factor Theory of Motivation defined as an awareness of one's actions and feelings – and
by Herzberg (2001) and Job Enlargement Theory by Hulin how they affect those around them. It also means valuing
and Blood (1968). Social cognitive theory is based on the others, listening to their wants and needs, and being able to
underlying assumption that humans' ability to play a role in empathize or identify with them on many different levels. It
their own development, or human agency, is a fundamental is measured in the following: self-awareness, or the ability
aspect of being human (Bandura 2001; 2019). Bandura has to recognize what you are feeling, understanding your
identified four core characteristics of 20 human agencies: habitual emotional responses to events and recognizing how
Intentionality, forethought, self-reactiveness, and self- your emotions affect your behavior and performance; self-
reflectiveness. Intentionality refers to the ability to act and management, or the ability to stay focused and think clearly
intentionally make choices. Forethought refers to one's even when experiencing powerful emotions; motivation, or
ability to set goals, prepare for, and plan expected outcomes. the ability to use your deepest emotions to move and guide
Self-reactiveness refers to one's capacity to shape suitable you towards your goals; empathy, or the ability to sense,
actions and to self-motivate and self-regulate these actions. understand and respond to what other people feel; and
Self-reflectiveness refers to one's ability to reflect on one's relationship management, or the ability to manage,
actions and adjust one's actions as needed. The social influence, and inspire emotions in others.
cognitive theory proposes a model of triadic reciprocal
Another exogenous variable is workplace spirituality as
causation consisting of personal, behavioral, and
alluded by Petchsawanga and Duchon (2022), defined as the
environmental factors.
compassion towards others, experiencing a mindful inner
Meanwhile, Frederick Herzberg theorized that employee consciousness in the pursuit of meaningful work, which
satisfaction has two dimensions: “hygiene” and motivation. enables transcendence. It is measured in the following:
Hygiene issues, such as salary and supervision, decrease compassion, or the feeling that arises when you are
employees' dissatisfaction with the work environment. confronted with another's suffering and feel motivated to
Motivators, such as recognition and achievement, make relieve that suffering; mindfulness, or the basic human
workers more productive, creative and committed. The ability to be fully present, aware of where we are and what
researcher believes that if you want people to do a good job, we're doing, and not overly reactive or overwhelmed by
give them a good job to do. Herzberg believed that what is going on around us; meaningful work, or the work
“employee satisfaction can be enhanced through work being perceived to be worthwhile, important, or valuable;
design–the addition of different tasks associated with a job and, transcendence, or the act of rising above something to
a superior state. When a person achieves transcendence, he or the presentation of the study's results in a reputable
goes beyond ordinary limitations. national or international journal will be initiated, and hence,
The endogenous variable of the study is work design as this study.
alluded by Morgeson and Humphry (2019), defined as the The study aimed to investigate a causal model on work
content and organization of one's work tasks, activities, design as influenced by authentic leadership, workplace
relationships, and responsibilities. It is measured in the spirituality, and practical, emotional intelligence among
following: task characteristics, or the certain feature that is public elementary school teachers in Cotabato City during
attributed to every particular item of work, which can be the first quarter of 2022. Specifically, the study aimed to
alternatively called a work package; knowledge assess the level of authentic leadership in terms of purpose-
characteristics, or the perception of the specific attributes passion, values-behavior, heart-compassion, relationships-
associated with the given knowledge in terms of expertise connectedness, and self-discipline-consistency. Second was
demanded on an employee; social characteristics, or the to ascertain the level of workplace spirituality in terms of
degree to which a job provides social information compassion, mindfulness, meaningful work, and
processing opportunities; and, work context, or the concepts transcendence. Third was to evaluate the level of practical
that can be used to describe the specific context of different emotional intelligence in terms of self-awareness,
jobs that belongs to the same occupation. motivation, empathy, and relationship management. Fourth
The findings from this study may suggest that classroom was to measure the level of work design in terms of task
management and instructional delivery would benefit from characteristics, knowledge characteristics, social
examining a complete array of work design characteristics characteristics, and work context. Fifth was to determine if
as moderators. In this way, the researcher may determine there is a significant relationship between authentic
which work characteristics and personal attributes are leadership and work design, workplace spirituality and
productive or detrimental for proactive employees' work design, and practical emotional intelligence and work
performance improvement (The Wing Institute, 2021). The design. Sixth was to determine which exogenous variables
successes of any school lie in its workforce. As such, human influence work design among public elementary teachers.
factors such as emotional intelligence has become a popular Lastly, it aims to identify the best fit model for work design.
issue on school performance outcome because its operation The public elementary teachers were able to improve their
requires interpersonal interactions to accomplish its goals, work design – their tasks, activities, relationships, and
and most jobs require the ability to manage emotions which responsibilities – as well as their workplace spirituality,
may hamper the effectiveness of teachers in their work authentic leadership, and emotional intelligence. On the
performance (Natural HR, 2017). other hand, using the study's output, the principals were able
In general, the vitality of the role of a teacher in today's to create organizational changes in the school, particularly
world has become more complex and diverse. on the factors that deal with the improvement of workplace
spirituality, authentic leadership, and emotional intelligence
The balance of giving attention and focus in different
through seminars and workshops initiated by the school
dimensions of teachers' professional development,
leaders.
including authentic leadership, workplace spirituality, and
practical, emotional intelligence, has been observed as a Moreover, the Ministry of Basic Higher and Technical
rapidly growing interest among society and school Education – Department of Education was able to create
administrators for this are connected to the work design more policies for improving the leadership and
formulated enhance performances of teachers. However, administrative skills of the teachers in addressing issues
there has been a regrettable lack of attention on these related to the study. On the other hand, the researcher was
aspects since much of the focus is geared towards students' able to improve her overall wellbeing by assessing her
development (The Ontario Public Service, 2021). leadership skills, spirituality, and emotional intelligence.
Lastly, future researchers would be able to find to use the
Therefore, the researcher found it very interesting to
study and its findings as reference material and literature in
conduct this study to identify the teacher factor as an
conducting related studies.
important learning intervention tool for effective teaching-
learning. There was a need to complete a survey of work
design and determine how authentic leadership, workplace II. METHODS
spirituality, and practical, emotional intelligence interplay 1. RESEARCH RESPONDENT
with it. An action plan was created based on the study's
The study involved 400 respondents who are public school
findings, which is to improve the work design of the public
teachers who were chosen through stratified sampling
elementary teacher, a dissemination plan through a seminar
technique from a population of 23,569 teachers in the acceptable rating of 4.43, which is described as excellent.
division of cotabato city (ministry of basic higher and Pilot testing was carried out after validation. Cronbach
technical education – department of education region xii alpha was used to test the surveys' validity. The closer
soccsksargen, 2021). The sample size was identified Cronbach's alpha coefficient is to 1.0, the stronger the
through the online raosoft calculator with 95% confidence internal consistency of the scale's items, according to Gliem
interval, 5% margin of error, and 50% response distribution. (2003). Overall, the Cronbach’s alpha reliability rating of
A stratified sample includes subjects from every subgroup, the four instruments was .982, indicating consistency of the
ensuring that it reflects the diversity of the population. In measures.
stratified sampling, researchers divide subjects into The first questionnaire measures the authentic leadership
subgroups called strata based on characteristics that they adapted from Fidler (2016) entitled, "Authentic Leadership
share such as race, gender, and educational attainment Self-Assessment Questionnaire" measured in the following:
(thomas, 2023). A typical sample size in studies where sem purpose and passion, values and behavior, heart and
is used should be at least 300 cases (kline, 2011).to be compassion, relationships and connectedness, and self-
included in the study, a teacher must be teaching in a public discipline and consistency. The second questionnaire
school at the elementary level in cotabato city with at least measures workplace spirituality based on the study of
one year of teaching experience. Teachers with Petchsawanga and Duchon (2022) entitled, "Workplace
administrative positions, on leave, with less than a year of Spirituality, Meditation, and Work Performance" measured
teaching experience in the public school, and did not signify in the following areas: compassion, mindfulness,
their intention to join the study were not included in the meaningful work, and transcendence. The third
study. On the other hand, teachers who withdraw during the questionnaire measures the practical emotional intelligence
course of the study, with or without reasons for withdrawal, based on the study of Coaching Leaders, Ltd. (2022)
were removed from the list of respondents. However, entitled, "The Practical EQ Emotional Intelligence Self-
teachers who have withdrawn were afforded with the same Assessment" measured in the following areas: self-
benefits. awareness, motivation, empathy, and relationship
The study was conducted in cotabato city, philippines. management. The fourth questionnaire measures the work
Cotabato city is a third-class independent component city in design based on the "The Work Design Questionnaire
the bangsamoro autonomous region in muslim mindanao, (WDQ)" by Morgeson and Humphry (2019) measured in
philippines. According to the 2020 census, it has a the following areas: task characteristics, knowledge
population of 325,079, making it the most populated city characteristics, social characteristics, and work context.
under the independent component city status. Cotabato city The scales used to interpret the responses of the study
was formerly a part and the regional center of region xii. participants on authentic leadership, workplace spirituality,
Still, due to the ratification of the bangsamoro organic law, practical emotional intelligence, and work design are as
it is now part of bangsamoro and serves as the regional follows: 4.20 – 5.00 is described as very high, and
center. Being an independent component city, it is not interpreted as always manifested; 3.40 – 4.19, which is high,
subject to regulation from the provincial government of and interpreted as oftentimes manifested; 2.60 – 3.39, which
maguindanao, where it is geographically located (philippine is described as moderate, and interpreted as sometimes
statistics authority, 2021). The reason for choosing the manifested; 1.80 – 2.59, which is described as low, and
division of cotabato city only is due to the ongoing conflict interpreted as seldomly manifested; and, 1.00 – 1.79, which
between the extremist group and with the philippine army is described very low, and interpreted as never manifested.
on the other parts of the barmm. Furthermore, teachers were
1.3 Design and Procedure
observed to have poor work design particularly those
teaching in the elementary level. The researcher utilized the quantitative design using the
descriptive-correlational and predictive approach.
1,2. Materials and instrument
Quantitative research design aims to discover how many
In this study, four (4) instruments were used, each of which people think, act, or feel in a specific way. Quantitative
was adapted to ensure achievement of student objectives. In projects involve large sample sizes, concentrating on the
collecting the primary data, the survey questionnaire was number of responses instead of gaining the more focused or
divided into four sections: authentic leadership, workplace emotional insight that is the aim of qualitative research.
spirituality, practical emotional intelligence, and work Furthermore, descriptive research is a type of research that
design. The instrument was modified to make it more is used to describe the characteristics of a population. It
objective and appropriate to current and local contexts. The collects data to answer a wide range of what, when, and how
instrument was validated by five professional experts to questions about a particular people or group (DJS Research,
make it more applicable and credible, and obtained an
2021). The study described the level of authentic leadership, analyzed, and interpreted. Finally, the results of the study
workplace spirituality, practical, emotional intelligence, were documented.
and work design among public elementary teachers. The data was examined and interpreted with mean and
Moreover, the correlational design investigates standard deviation to characterize authentic leadership,
relationships between two variables or more without the workplace spirituality, practical emotional intelligence, and
researcher controlling or manipulating any of them work design among public elementary teachers in Cotabato
(Bhandari, 2021). In the study, it measured the relationship City. On the other hand, Pearson-r was used to determine
of work design and the following: authentic leadership, the Correlation between work design and the exogenous
workplace spirituality, and practical emotional intelligence. following: authentic leadership, workplace spirituality, and
Finally, the researcher also employed predictive design. practical emotional intelligence. In addition, linear
Predictive research is chiefly concerned with forecasting or regression determined the predictors of the endogenous
predicting outcomes, consequences, costs, or effects. This variable. The study evaluated whether authentic leadership,
type of research tries to extrapolate from the analysis of workplace spirituality, or practical emotional intelligence
existing phenomena, policies, or other entities in order to significantly influence work design. Finally, structural
predict something that has not been tried, tested or proposed equation modeling was usedto test and evaluate multivariate
before (Wollman, 2019). Under predictive design, the causal relationships. In the study, it determined best fit
researcher utilized structural equation modeling to define a model for work design among public elementary teachers in
theoretical causal model consisting of a set of predicted Cotabato City. Shown below is the Goodness of Fit Criteria
covariances between variables and then test whether it is in identifying the best fit model.
plausible when compared to the observed data
(International Encyclopedia of the Social & Behavioral
Sciences, 2001). The study ultimately determined the best III. RESULT AND DISCUSSION
fit model for work design.
In this section, the data collected on authentic leadership,
The best fit model was determined using structural equation workplace spirituality, practical emotional intelligence, and
modeling (SEM). It postulated relationships, starting with a work design is presented, analyzed, and interpreted in light
theoretically based model and then transforming it into a of the research objectives. The following is the sequence of
path diagram. Structural equation modeling is a statistical presentation and discussion: level of authentic leadership;
technique that is also used in the social sciences. Despite the level of workplace spirituality; level of practical emotional
fact that structural equation modeling is comparable to intelligence; level of work design; relationship between
linear regression analysis, it has a number of advantages. It authentic leadership and work design, workplace
reveals relationships among hidden structures that are not spirituality and work design, and practical emotional
directly measured, possible errors in the measurements of intelligence and work design; the exogenous variables that
the observed variables are taken into account, and it is a very best influence work design; and the model that best fits
useful method to analyze highly complex multiple variable work design for public elementary teachers.
models and to reveal direct and indirect relationships
1. Authentic Leadership
between variables (Civelek, 2018).
Presented in Table 1 is the level of authentic leadership
The initial step in data gathering was asking permission
among teachers measured by purpose-passion, values-
from the Dean of the Graduate School of the University of
behavior, heart-compassion, relationships-connectedness,
Mindanao, Division Superintendent, and the different
and self-discipline-consistency. It recorded an overall mean
principals from participating schools to allow the researcher
rating of 4.33, which is described as very high. This
to conduct the study. The researcher submitted via e-mail to
indicates that authentic leadership is always manifested.
present the purpose and objectives of the study and will
Individually, values-behavior registered with the highest
assure the data collected will be treated with the utmost
mean rating of 4.38 followed by heart-
confidentiality.
The very high level of authentic leadership was due to the
The questionnaire was administered online through the
ratings given by the teachers on purpose-passion, values-
Google Form platform to apply minimum health standards
behavior, heart-compassion, relationships-connectedness,
due to the pandemic. The link to the Google Form was sent
and self-discipline-consistency. These were manifested by
to different groups via Facebook Messenger. The
teachers by knowing their true passion and the direction
questionnaire remained online for at least a month to ensure
they must take to achieve them, consulting with the team
that 400 responses were met. The data was gathered,
when facing decisions, and having a team entrusting their
hopes and dreams to them because they know they are and motivation in one's work beyond paychecks and
reliable vessel. performance as well as finding a sense of oneness and
The very high authentic leadership as viewed by the togetherness in an organization as a whole. Moreover,
teachers is congruent to the ideas of George (2022), Mensch teachers transform in the workplace when organizations
(2022), and Karada & Bayir (2018) that teachers have a open themselves to cultivating their own employees'
style consistent with a leader's personality and core values, spirituality. This allowed teachers to transform as whole
which are honest, ethical, and practical. It is the leader's human beings regarding their physical, mental, emotional,
actions that are perceived by others that determine if they and spiritual needs. In addition, teachers addressed the
believe a leader is authentic or not. And their perception is spiritual side of human experience, allowing them to reduce
accomplished through the social influence of the leader. stress, enhanced creativity, and improved problem-solving.
One recent definition of leadership is that leadership is a 3. Practical Emotional Intelligence
process of social influence, which maximizes the efforts of Presented in Table 3 is the level of practical emotional
others towards the achievement of a goal. Additionally, a intelligence measured by self-awareness, self-management,
leader's authenticity emphasizes building their legitimacy motivation, empathy, and relationship management. It
through honest relationships and ethical actions, that in turn, registered an overall mean of 3.86, which is described as
maximizes the efforts of others to achieve the goal. It high. This indicates that practical emotional intelligence is
concluded that authentic leadership behaviors had positive frequently manifested. Individually, self-awareness
effects on teachers' perceptions of school culture towards registered with a highest mean of 4.23 followed by
quality service. It further explains that authentic leadership, motivation and self-management with mean score of 4.20
which is based on self-consciousness and self-awareness, is and 3.42, respectively. Both indicators were labeled as very
a process and behavior pattern, which is built on positive high. Empathy registered the lowest mean of 3.67 followed
psychological competencies and at the same time by relationship management with a mean of 3.77. Both
contributes to the development of these competencies; indicators were labeled as high.
being formed on transparency, openness and trust basis;
The high level of practical emotional intelligence
guiding meaningful goals and focusing on the development
among the teachers was manifested through their self-
of the followers are strong motivators to influence and gain
awareness, self-management, motivation, empathy, and
the trust of others that can gear higher support.
relationship management. This was demonstrated by the
2. Workplace Spirituality teachers who find it hard to maintain their enthusiasm when
Shown in Table 2 is the level of workplace spirituality of they encounter setbacks, getting well with each other in the
the teachers measured by compassion, mindfulness, organization, and finding it easy to read other people’s
meaningful work, and transcendence. It recorded an overall emotions.
mean rating of 4.11, which is described as high. This The findings jive with the claims of Mind Tools (2021),
indicates that workplace spirituality is frequently Coaching Leaders (2022), and Campbell and Habbergas
manifested. Individually, meaningful work registered the (2022) that the teachers are aware of one's actions and
highest mean of 4.32 followed by compassion with a mean feelings and how they affect those around them. Teachers
of 4.28. Both indicators were labeled as very also value others, listen to their wants and needs, and
high. The lowest indicator is mindfulness with a mean of empathize or identify with them on many different levels.
3.67 followed by transcendence with a mean of 4.17. Both Furthermore, teachers master at managing their emotions.
indicators were labeled as high. The high level of workplace They do not get angry in stressful situations. Instead, they
spirituality is attributed on the teachers’ compassion, have the ability to look at a problem and calmly find a
mindfulness, meaningful work, and transcendence. This is solution. They are excellent decision-makers, and they
evident when teachers are aware of and sympathize with know when to trust their intuition. Lastly, teachers have the
others, doing jobs automatically, believing that others ability to recognize one’s emotions, understand what they
experience joy as a result of their work, and experiencing are telling you, and realize how your emotions affect people
happiness at work. around you. Teachers go through life much more easily than
The manifestations are aligned with the views of people who are easily angered or upset. People like this
Petchsawang and Duchon (2019), Dehler and Welsh (2022), have a high degree of emotional intelligence. They know
and Tiscler et al. (2022) that teachers have compassion themselves very well, and they can also sense the emotional
towards others, experiencing a mindful inner consciousness needs of others.
in the pursuit of meaningful work, and enabling
transcendence. In addition, teachers find meaning, value,
4. Work Design There is a significant relationship between authentic

Presented in Table 4 is the level of work design measured leadership and work design as reflected by the p-value of
by task characteristics, knowledge characteristics, social .000 and a correlation coefficient of .545. The result is in
characteristics, and work context. It registered an overall consonance with the findings of Towsen et al. (2020) that
mean of 4.08, which is described as high. This indicates that higher levels of authentic leadership lead to greater levels
work design is frequently manifested. Individually, task of work design. The results mean that being aware as a
characteristics registered the highest mean of 4.27, which is leader and the impact on others, together with being
described as very high. This is followed by social transparent and including others' opinions, creates confident
characteristics, 4.14; work context, 4.08; and, knowledge employees who feel they are self-determined and can make
characteristics, 3.84. All three indicators were labeled as a difference in their work while deriving meaning from it.
high. The high level of work design among the teachers 6. Correlation between Workplace Spirituality and
was evident through task characteristics, knowledge Work Design
characteristics, social characteristics, and work context. Shown in Table 5.2 is the correlation between workplace
This further implies that teachers perceive that their job spirituality and work design of the teachers. It can be
provides them with significant autonomy in making gleaned on the table that there is a significant relationship
decisions, having a job requiring them to analyze a lot of between workplace spirituality and work design with an
information, and requiring them to be creative. overall correlation coefficient of .488, which is significant
The claims are congruent with the findings of Parker et al. at a 0.05 level of significance. It could be stated that there
(2017), Andrei and Parker (2018), and Grant and Parker is a significant relationship between workplace spirituality
(2019) that teachers perceive that their work is designed on and work design.
how they feel about their job and how they can influence Specifically, when the indicators of workplace spirituality
whether they feel motivated, engaged, bored, or stressed at are correlated with work design, all the indicators were
work. Moreover, perceived them to impact an organization's found to be significant at a 0.05 level of significance, with
outcomes, with well-designed work contributing to compassion having a correlation coefficient of .516,
increased productivity, financial growth, and lower rates of meaningful work with .546, and transcendence with .487.
accidents and incidents. Lastly, teachers perform in highly
The finding jives with the study of Belwalkar et al. (2021)
dynamic environments where knowledge generation is the
that that the promotion of workplace spirituality promotes
key to organizational performance. Proactive perspectives
managerial effectiveness, change management, leadership
capture the growing importance of teachers taking the
and holistic performance, and growth of organizations and,
initiative to anticipate and create changes in how work is
eventually, work design. Improving the workplace
performed, based on increases in uncertainty and
spirituality in the organization improves the work design.
dynamism.
7. Correlation between Practical Emotional
5. Correlation between Authentic Leadership and
Intelligence and Work Design
Work Design
Presented in Table 5.3 is the correlation between practical
Shown in Table 5.1 is the correlation between authentic
emotional intelligence and work design of the teachers. It
leadership and work design of the teachers. It can be
can be gleaned on the table that there is a significant
gleaned on the table that there is a significant relationship
relationship between practical emotional intelligence and
between authentic leadership and work design with an work design with an overall correlation coefficient of .469,
overall correlation coefficient of .545, which is significant which is significant at a 0.05 level of significance. It could
at a 0.05 level of significance. It could be stated that there be stated that there is a significant relationship between
is a significant relationship between authentic leadership practical emotional intelligence and work design.
and work design.
Specifically, when the indicators of practical emotional
Specifically, when the indicators of authentic leadership are intelligence are correlated with work design, most of the
correlated with work design, all the indicators were found indicators were found to be significant at a 0.05 level of
to be significant at a 0.05 level of significance, with significance, with self-awareness having a correlation
purpose-passion having a correlation coefficient of .445, coefficient of .526, self-management with .166, and
values-behavior with .400, heart- motivation with .517, empathy with .260, relationship
compassion with .450, relationships-connectedness with management with .309, and relationship management with
.491, and self-discipline-consistency with .462. .469.
The finding is congruent with the study of Ackerman (2021) emotional regulation as well as understanding emotions of
that practical emotional intelligence in the workplace others, thereby improving job satisfaction, job performance
improves both individual employees and the organization. and eventually, the relationships, responsibilities, and work
Employees with high emotional intelligence found greater tasks in the organization.
happiness and satisfaction, contributing to better job Presented on Table 7 is the summary of goodness of fit
performance and work design. Teachers with higher measures of the five generated models. Of the five
emotional intelligence also generally perform better with generated models, Model 5 passed the criteria in assessing
their jobs as they are able to recognize and manage their the best fit model, showing a p-value of 0.968, with
emotions and others. CMIN/DF = 1.317, RMSEA = 0.028, TLI = 0.993, NFI =
8. Influence of Authentic Leadership, Workplace 0.982, CFI = 0.996, and GFI = 0.979.
Spirituality, and Practical Emotional Intelligence 9. Best Fit Model on Work Design
on Work Design
Shown on Figure 6 is the Best Fit Model, showing the direct
Presented in Table 6 is the significance of the influence of causal relationship of the latent exogenous variables,
authentic leadership, workplace spirituality, and practical namely authentic leadership, workplace spirituality, and
emotional intelligence on the work design of the teachers.
practical emotional intelligence towards the latent
The analysis shows that the standard coefficient of authentic
endogenous variable, work design of the public elementary
leadership has the highest beta of .376. It indicates that
teachers.
authentic leadership has the greatest influence on teachers'
work design compared to workplace spirituality with .146 As presented in Table 19, Best Fit Model studied using the
and practical emotional intelligence with 204, respectively. standard criterion of the following goodness of fit indices:
Moreover, as indicated by the F-value of 77.753 with a with Chi-square/Degrees of Freedom (CMIN/DF), Root
corresponding p-value of 0.000, the regression model is Mean Square of Error Approximation (RMSEA), Normed
therefore significant. Hence, it leads to the rejection of the Fit Index (NFI), Tucker Lewis Index (TLI), Comparative
null hypothesis. It could be stated that there is a variable that Fit Index (CFI) and Goodness of Fit Index (GFI). As
can predict the work design of the teachers. reflected in the table, Best Fit Model passed the accepted
values having a CMIN/DF = 1.317 with its p-value = 0.000,
In addition, an R of .608 signifies that 60.8 percent of the
RMSEA = 0.028, NFI = 0.982, TLI = 0.993, CFI = 0.996,
variation in work design is explained by the predictor
and GFI = 0.979, which signifies model fit. This means that
variables authentic leadership, workplace spirituality, and
this is the best model to explain work design of the teachers.
practical emotional intelligence. This means that 39.2
percent of the variation could be attributed to other factors Shown on Table 8 is the direct and indirect effects of the
aside from these three variables. In the singular capacities latent endogenous variables to the latent exogenous
of the independent variables, authentic leadership, variable. Among the three latent exogenous variables,
workplace spirituality, and practical emotional intelligence practical emotional intelligence has the highest beta equal
influence the work design of the teachers. The three to 1.097, which means it brings the biggest impact towards
independent variables need each other to significantly work design among teachers. However, authentic
influence the dependent variable. leadership and workplace spirituality showed no impacts on
the work design, showing a negligible effect on the work
The result supports the findings of Gavin (2019) that
design of the teachers.
authentic leadership serves as the strongest predictor of
work design and can have positive impact on work-related Shown in Table 9 is the regression weights exhibited by the
attitudes, happiness, work tasks, activities, relationships, influence between latent variables and between measured
and responsibilities in the organization. On one hand, Malik and latent variables. Among the paths presented in this
(2022) cited that workplace spirituality is the chief indicator model, the paths between practical emotional intelligence
of work design. When teachers involve the effort to find and workplace spirituality as well as the paths between
one's ultimate purpose in life, develop a strong connection authentic leadership and workplace spirituality obtained p-
to co-workers and other people associated with work, and values less than 0.01. The path between practical emotional
have the consistency or alignment between one's core intelligence and workplace spirituality indicates the highest
beliefs and the values of their organization, there is an beta value of 1.635, which significantly explained the work
improvement on the relationships and on the productivity of behavior of the teachers.
the work tasks in the organization. On the other hand, Figure 6 showed the hypothesized model which satisfied
Carrillo et al. (2020) argued that emotional intelligence has the criteria for the best fit model. The model apparently
the ability to improve employee self-awareness, and showed the interconnectedness between practical
emotional intelligence on work design; hence, practical reflect on their emotions, it improves the environmental
emotional intelligence has a direct relationship with work factors around them.
design. These results can be further explained by the idea
of the Goleman (2022) that becoming aware on how you
IV. FIGURES AND TABLES
feel about your colleagues at work or the work itself,
having to adjust emotions to the people around you, and
not letting negative emotions affect the way you interact
with your colleagues or how you perform at work, then
teachers find better work tasks, activities, relationships,
and responsibilities in the organization. The above
findings affirmed the theory on Social Cognitive Theory
by Bandura (1977) that teachers have the ability to play a
role in their own development, or human agency as a
fundamental aspect of being human. Teachers have ability Fig.1: Hypothesized Model 1 on the Direct Causal
to set goals, prepare for, and plan expected outcomes as Relationship of Authentic Leadership, Workplace
well as the capacity to shape suitable actions and to self- Spirituality, and Practical Emotional Intelligence on Work
motivate and self-regulate these actions. When teachers Design
Table 1 Level of Authentic Leadership among Public elementary School Teachers

Indicators SD Mean Descriptive Level
Purpose-passion 0.47 4.33 Very High
Values-behavior 0.49 4.38 Very High
Heart-compassion 0.45 4.35 Very High
Relationships-connectedness 0.47 4.31 Very High
Self-discipline-consistency 0.50 4.26 Very High
Overall 0.39 4.33 Very High
compassion, 4.35; purpose-passion, 4.33; relationships-connectedness, 4.31; and, self-discipline-consistency, 4.26. All
indicators were labeled as very high.
Table 2: Level of Workplace Spirituality among Public elementary School Teachers
Compassion 0.52 4.28 Very High
Mindfulness 1.03 3.67 High
Meaningful work 0.48 4.32 Very High
Transcendence 0.47 4.17 High
Overall 0.42 4.11 High
high. The lowest indicator is mindfulness with a mean of 3.67 followed by transcendence with a mean of 4.17. Both indicators
were labeled as high.
Table 3 Level of Practical Emotional Intelligence among Public elementary School Teachers
Self-awareness 0.49 4.23 Very High
Self-management 0.73 3.42 Very High
Motivation 0.47 4.20 Very High
Empathy 0.65 3.67 High
Relationship Management 0.59 3.77 High
The high level of practical emotional intelligence among the teachers was manifested through their self-awareness, self-
management, motivation, empathy, and relationship management
Table 4 Level of Work Design for Public Elementary School Teachers

Task Characteristics 0.49 4.27 Very High
Knowledge Characteristics 0.37 3.84 High
Social Characteristics 0.44 4.14 High
Work Context 0.39 4.08 High
further implies that teachers perceive that their job provides them with significant autonomy in making decisions, having a job
requiring them to analyze a lot of information, and requiring them to be creative.
Table 5.1
Authentic
Knowledge Social Work
Leadership Task Characteristics Overall
Characteristics Characteristics Context
Purpose- .412** .347** .436** .418** .445**

Passion .000 .000 .000 .000 .000
Values- .375** .290** .414** .365** .400**
Behavior .000 .000 .000 .000 .000
.428** .341** .419** .442** .450**
Heart-Compassion
.000 .000 .000 .000 .000
Relationships- .455** .372** .473** .481** .491**
Connectedness .000 .000 .000 .000 .000
Self-Discipline- .469** .325** .443** .428** .462**
Consistency .000 .000 .000 .000 .000
.519** .406** .530** .517** .545**
Overall
.000 .000 .000 .000 .000
Table 5.2: Correlation between Workplace Spirituality and Work Design

Work Design
Workplace
Spirituality Knowledge Social Work
Task Characteristics Overall
Characteristics Characteristics Context
.499** .367** .516** .482** .516**
Compassion
.000 .000 .000 .000 .000
.085 -.001 .082 .036 .059
Mindfulness
.091 .980 .102 .477 .236
.538** .410** .510** .517** .546**
Meaningful Work
.000 .000 .000 .000 .000
** ** ** **
.475 .338 .476 .469 .487**
Transcendence
.000 .000 .000 .000 .000
** ** ** **
.493 .324 .489 .450 .488**
Overall
.000 .000 .000 .000 .000
Table 5.3 Correlation between Practical Emotional Intelligence and Work Design among Public elementary School Teachers
Practical Work Design

Emotional Knowledge Work
Intelligence Task Characteristics Social Characteristics Overall
Characteristics Context
.551** .340** .501** .497** .526**
Self-awareness
.000 .000 .000 .000 .000
** ** *
.086 .171 .223 .128 .166**
Self-management
.084 .001 .000 .010 .001
.440** .438** .517** .489** .517**
Motivation
.000 .000 .000 .000 .000
.169** .245** .308** .230** .260**
Empathy
.001 .000 .000 .000 .000
** ** ** **
Relationship .193 .312 .352 .278 .309**
Management .000 .000 .000 .000 .000
.368** .405** .510** .425** .469**
Overall
.000 .000 .000 .000 .000
Table 6 Significance of the Influence of Authentic Leadership, Workplace Spirituality and Practical Emotional Intelligence
on Work Design
Work Design
Exogenous Variables B β t Sig.
Constant 1.215 6.449 .000
Authentic Leadership .367 .373 7.738 .000
Workplace Spirituality .134 .146 2.528 .012
Practical Emotional Intelligence .189 .204 3.771 .000
R .608
2
R .370
∆R .365
F 77.753
ρ .000
Table 7: Summary of Goodness of Fit Measures of the Five Generated Models

P-value CMIN / DF GFI CFI NFI TLI RMSEA P-close
Model (>0.05) (0<value<2) (>0.95) (>0.95) (>0.95) (>0.95) (<0.05) (>0.05)
1 .000 12.066 .687 .703 .686 .655 .166 .000

2 .000 9.161 .753 .784 .765 .746 .143 .000
3 .000 8.251 .738 .805 .785 .774 .135 .000
4 .000 7.982 .748 .815 .795 .783 .132 .000
5 .094 1.317 .979 .996 .982 .993 .028 .968
Legend: CMIN/DF – Chi Square/Degrees of Freedom NFI –Normed Fit Index
GFI – Goodness of Fit Index TLI -Tucker-Lewis Index
RMSEA – Root Mean Square of Error Approximation CFI – Comparative Fit Index
Table 8: Direct and Indirect Effects of the Independent Variables on Work Design among Public elementary School Teachers
of Best Fit Model
Variables Direct Effect Indirect Effect Total Effect
Authentic Leadership -.255 -.760 -1.015
Workplace Spirituality - .884 .884
Practical Emotional Intelligence 1.097 - 1.097
Table 9:Estimates of Variable Regression Weights in Generated Best Fit Model

Estimate S.E. Beta C.R. P-
value
Authentic_Leadership <-- Workplace_Spirituality .870 .065 .930 13.302 ***
Practical_Emotional_Int <-- Workplace_Spirituality 1.611 .400 1.635 4.026 ***
Practical_Emotional_Int <-- Authentic_Leadership -.692 .409 -.657 -1.695 .090
Work_Design <-- Authentic_Leadership -.255 .188 -.201 -1.356 .175
Work_Design <-- Practical_Emotional_Intelligence 1.097 .185 .911 5.918 ***
PUP <-- Authentic_Leadership 1.000 .762
VAB <-- Authentic_Leadership 1.049 .062 .766 16.865 ***
HEC <-- Authentic_Leadership 1.017 .065 .803 15.604 ***
REC <-- Authentic_Leadership 1.113 .070 .840 15.849 ***
COM <-- Workplace_Spirituality 1.000 .736
MEW <-- Workplace_Spirituality 1.027 .063 .810 16.424 ***
TRA <-- Workplace_Spirituality .765 .062 .616 12.251 ***

SEA <-- Practical_Emotional_Intelligence 1.000 .761
MOT <-- Practical_Emotional_Intelligence .858 .063 .681 13.662 ***
TAC <-- Work_Design 1.000 .926
WOC <-- Work_Design .783 .036 .902 21.761 ***
V. CONCLUSION readily available approaches while employing relational

As perceived by public elementary teachers, the level of skills to aid in the formation of appealing working
authentic leadership is very high and is also evident on its relationships with others. Thus, the knowledge of work
indicators such as purpose-passion, values-behavior, heart- design that are dominant in a specific culture and
compassion, relationships-connectedness, and self- environment would support organizers, administrators and
discipline-consistency. The level of workplace spirituality professionals to create techniques in prosperity in a well-
is high where its indicators like compassion, mindfulness, being management of a multi-cultural workforce.
meaningful work, and transcendence obtained high rating. It is also recommended to create and design professional
The level of practical emotional intelligence is high where development open opportunities for teachers to enhance the
self-awareness, self-management, motivation, empathy, authentic leadership, workplace spirituality, and practical
and relationship management obtained high rating. The emotional intelligence. Empowering teachers in enhancing
level of work design is high where task characteristics, the said variables will give them a chance to show and
knowledge characteristics, social characteristics, and work express their creativity. Further, development activities may
context obtained high rating. The researcher proposes the center on the development of 21st century skills for them to
recommendations for the teachers in the public sector to easily adapt to the present time.
continue to strengthen the level of authentic leadership, Additionally, teachers may be sent to several trainings and
workplace spirituality, practical emotional intelligence, and seminars for them to connect to emergent technologies to
work design by revisiting policies centered on these deliver better learning pedagogies designed for the future.
variables. This may result to better a school, teacher, and They may be exposed to strategies or approaches in meeting
students’ outcomes. or implementing the 21st century skills as required in
The test of correlation showed that there is significant various integrations.
relationship between authentic leadership, workplace he administrations must also look into programs on
spirituality, practical emotional intelligence, and work maintaining teachers’ authentic leadership, workplace
design of public elementary teachers. Furthermore, spirituality, and practical emotional intelligence to develop
authentic leadership, workplace spirituality, and practical and to strengthen teachers’ commitment to the organization
emotional intelligence are significant predictors of work and ultimately, to better work design in the organization.
design.
Further, intense monitoring and evaluation may be regularly
In identifying the best fit model, the use of structural conducted on teachers’ work design particularly on their
equation model strengthened the reliability and weaknesses in order to address their challenges in the
thoroughness of this research because the analysis goes classroom and the organization itself.
through the steps of model specification, model estimation
Lastly, for future researchers, to conduct more research with
and model evaluation. With the five (5) generated models,
other teacher populations, specifically public schools to
Model 5 best fits work design of teachers. It is the most
corroborate the results of this study. They may also employ
parsimonious model as it successfully passed all the
other variables or factors that may influence teachers’
convention of a reasonable fit. The success of teachers'
personal effectiveness apart from the variables being used
work behavior can be related to a variety of factors. Other
in this study.
studies may have proposed these as signs of work behavior
in the field of education. It is possible that other factors
which manifest more extensively in the respondents were ACKNOWLEDGEMENTS
not among those included in the study. According to
The researcher would like to thank the following people
Chaudhary and Singh (2017), the model fit in the study is in
who, in one way or another, have contributed to the success
consonance with the capacity to make a positive and
of this scholarly undertaking:
vivacious effect on others by passing on thoughts and data
plainly and powerfully. It entails arranging and organizing
To my adviser, Dr. Renante L. Genuba, for the patience in https://www.scribbr.com/methodology/correlational-

helping me to write the paper in its most scholarly way and research/
for bringing out the best in me; [6] Burack, E. H., 2019. Spirituality in the workplace. Journal of
Organizational Change Management, 12(4):280-291.
To my panel members, namely Dr. Eunice Atienzar, Dr. [7] Campbell, R. P., &Habbergas, R. (2022). How emotionally
Edwin Nebria, and Dr. Joel Tan, Dr. Rose Oliva, and to Dr. intelligent are pre-service teachers? Teaching andTeacher
Jocelyn Bacasmot, for the constructive criticisms during the Education, 28, 750-759. doi: 10.1016/j.tate.2022.02.007.
defense and laying out the best suggestions for the paper; [8] Center for Transformative Design (2021). Can employees
change their own work design? Retrieved from
To the Dean of Graduate Studies, Dr. Eugenio S. Guhao, Jr.,
https://www.transformativeworkdesign.com/about-work-
DM, for the constant push and the support to the design
department; [9]
To my statistician, Dr. Genuba, for helping me to interpret [10] Chinomona, E. (2017). Modelling the Influence of
the data gathered for the study; Workplace Spirituality, Quality of Work Life, Expectations
towards Work on Commitment to Long-Term Career of
To our School Principal, Mrs. Teresita E. Apao and Mrs. Employees in Gauteng Province, South Africa. The Journal
Melanie V. Tagorin, for allowing me to finish this study of Applied Business Research, 33(4).
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To Bangsamoro Autonomous Region Mindanao, Ministry
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A Structural Equation Model On Work Design in Relation To Authentic Leadership, Workplace Spirituality, and Practical Emotional Intelligence of Public Elementary Teachers

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A Structural Equation Model On Work Design in Relation To Authentic Leadership, Workplace Spirituality, and Practical Emotional Intelligence of Public Elementary Teachers

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Journal of Humanities and

A Structural Equation Model on Work Design in Relation

I. INTRODUCTION foundation of the learning process. Their performance and

4. Work Design There is a significant relationship between authentic

Table 1 Level of Authentic Leadership among Public elementary School Teachers

Compassion 0.52 4.28 Very High

Mindfulness 1.03 3.67 High

Meaningful work 0.48 4.32 Very High

Transcendence 0.47 4.17 High

Overall 0.42 4.11 High

Table 4 Level of Work Design for Public Elementary School Teachers

Purpose- .412 .347 .436 .418 .445**

Table 5.2: Correlation between Workplace Spirituality and Work Design

Practical Work Design

Table 7: Summary of Goodness of Fit Measures of the Five Generated Models

1 .000 12.066 .687 .703 .686 .655 .166 .000

Table 9:Estimates of Variable Regression Weights in Generated Best Fit Model

TRA <-- Workplace_Spirituality .765 .062 .616 12.251 ***

V. CONCLUSION readily available approaches while employing relational

To my adviser, Dr. Renante L. Genuba, for the patience in https://www.scribbr.com/methodology/correlational-

[56] Smith (2018). 21st Century Knowledge and Skills in

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